Desenho geométrico e os materiais manipuláveis – aliados no ensino da Geometria

Abstract

The search for processes that help the dialectic teaching-learning, in any area of education, is something constant and indispensable for a teacher. As this search is a great challenge for most professors and professionals who offer direct pedagogical support to the exercise of teaching, it is necessary that this theme be studied and debated so that advances are concretized. In this context, the present work presents an investigation around the (re) insertion of the geometric design, with manipulable materials, in regular mathematics classes, as allied to the teaching-learning of Geometry. To this end, we commented on the importance of teaching Geometry, especially the geometric constructions made with manipulable materials. We cite some moments of the historical development of the geometric design in Brazil, and possible reasons for its devaluation. We anchored ourselves in Raymond Duval's theory and his representations of records, as the main basis of our study. We analyze the guidelines of some official documents of Brazilian Education, such as the national curricular parameters and the national Common Curriculum Base regarding the teaching of geometry and the skills it must provide to the student, as well as some Mathematics textbooks, with the same purpose. We present and analyze, as a proposal, the possibility of (re) insertion of this method, with the application of the pedagogical project "A class, a construction" in a class of 7 year of the Fundamental Education Center 03 of the Structural city, in the Federal District. In an approach characterized by an action research, data collection began in April 2019 and was extended until July of that year and was performed through questionnaires, observation, oral and written interactions, application of classroom activities. For the geometry content of 6° and 7° years. We finished with the application of a questionnaire for mathematics teachers, with the aim of knowing a little more about the training of these professors and what they think about the geometric design. Given this and after all the study done, it was possible to verify that there was improvement in the learning of the contents worked in the room, even with some obstacles faced during the development. And, we believe that the results of this research, by eviding the possibilities of teaching with manipulable materials, as a strategy that facilitates teaching-learning, can motivate teachers to use this didactic tool.